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Dr Ian Tyndall

Senior Lecturer in Psychology (Cognitive & Behavioural Psychology)

I.Tyndall@chi.ac.uk | (01243) 816421

Leads the Functional Behavioural Science Lab

BACKGROUND

Dr Ian Tyndall is a cognitive-behavioural psychologist in the Department of Psychology within the University of Chichester’s Institute of Education, Health, and Social Sciences. Ian gained his BA Psychology degree at National University of Ireland, Galway (NUI, Galway) in Ireland. He was awarded a PhD degree in Psychology for his research on the language processes and learning histories underlying the development and maintenance of clinical anxiety under the joint supervision of Professor Jack James (NUI, Galway) and Dr. Bryan Roche (at Maynooth University, Ireland). He worked as a Lecturer in Psychology at American College Dublin from 2004 to 2010.

Ian moved to the UK in 2010 to take up a Senior Lectureship in Psychology at Chichester. He has led and taught on a wide range of modules across BSc, MSci, and MSc degrees at NUI, Galway, American College Dublin, and the University of Chichester, including Cognitive Psychology, Psychological Tests & Measurements, Psychology of Learning, Professional Skills in Psychology, Research Methods & Design, Social Psychology, Perspectives on Psychology, and Advanced Professional Skills in Psychology. Ian has supervised two PhD students to completion (Dr. Daniel Waldeck who conducted research on psychological flexibility and ostracism and Dr. Shane McLoughlin who researched how relational frame theory-based interventions can be applied to enhance cognitive aptitude and educational outcomes) and is currently co-supervising two PhD candidates.

Ian’s research interests (see below for further details and publications) span a broad spectrum of empirical investigations of basic cognitive processes, behaviour analysis, and clinical psychology applications. He is on the Editorial Boards of The Psychological Record and Frontiers in Psychology: Clinical and Health, and serves as a regular reviewer for other journals such as the Journal of the Experimental Analysis of Behaviour, Behaviour and Brain Sciences, Acta Psychological, Journal of Contextual Behavioural Science, and Learning and Behaviour. Ian writes a regular blog series for the Association of Behaviour Analysis International (ABAI) Behaviour Science Dissemination series on symbolic language and thought. 

MODULE TEACHING

Ian leads the following modules:

  • PSY106 Perspectives on Psychology
  • PSY202 Cognitive Psychology
  • PSY307 Professional Skills on Psychology)
  • PSYMO3 Advanced Professional Skills in Psychology)

ADMINISTRATIVE RESPONSIBILITIES

Ian is the Study Abroad/Erasmus officer for the Department of Psychology with responsibility for outgoing and incoming international exchange students. He is the Examinations and Assessment Officer for the Department with responsibility for co-ordinating Exam Boards. Ian is also the Employability Officer for the Department.

Publications

  • McLoughlin, S., Tyndall, I., Pereira, A., & Mulhern, T. (2020). Non-verbal IQ gains from relational operant training explains variance in educational attainment: An active-controlled feasibility study. Journal of Cognitive Enhancement.
  • Newell, C., Sandoz, E., & Tyndall, I. (in press). A pilot study of the impact of brief exposure to images of breastfeeding mothers on attitudes towards mother's breastfeeding in public. Health Communication.
  • Brandrick, C., Hooper, N., Roche, B., Kanter, J., & Tyndall, I. (in press). A comparison of ultra-brief cognitive defusion and positive self-affirmation interventions on the reduction of public speaking anxiety. The Psychological Record.
  • McLoughlin, Tyndall, & Pereira (2020). Relational operant skills training increases standardised matrix scores in adolescents: A stratified active-controlled trial. Journal of Behavioural Education.
  • Waldeck, Banerjee, Jenks, & Tyndall (2020). Cognitive arousal mediates the relationship between perceived ostracism and sleep quality but it is not moderated by experiential avoidance. Stress & Health.
  • Tyndall, I., Waldeck, D., Pancani, L., Whelan, R., Roche, B., & Pereira, A. (2020). Profiles of psychological flexibility: A latent class analysis of the Acceptance and Commitment Therapy model. Behaviour Modification 44, 365-393.
  • Tyndall, I., Waldeck, D., Pancani, L., Whelan, R., Roche, B., & Dawson, D. (2019). The Acceptance and Action Questionnaire-II (AAQ-II) as a measure of experiential avoidance: Concerns over discriminant validity. Journal of Contextual Behavioural Science, 12, 278-284.
  • Waldeck, D., Pancani, L., & Tyndall, I. (2019). An examination of the construct validity of the Generalised Pliance Questionnaire. Journal of Contextual Behavioural Science, 11, 50-54.
  • McLoughlin, S., Tyndall, I., Mulhern, T., & Ashcroft, S. (2019). Technical notation as a tool for basic research in relational frame theory. The Psychological Record, 69, 437-444.
  • Cummins, J., Tyndall, I., Curtis, A., & Roche, B. (2019). The Function Acquisition Speed Test (FAST) as a measure of verbal stimulus relations in the context of condom use. The Psychological Record, 69, 107-115.
  • Tyndall, I., Ragless, L., & O’Hora, D. (2018). Effects of perceptual load and socially meaningful stimuli on crossmodal selective attention in Autism Spectrum Disorder and neurotypical samples. Consciousness and Cognition, 60, 25-36.
  • Tyndall, I., Waldeck, D., Riva, P., Wesselmann, E., & Pancani, L. (2018). Psychological flexibility and ostracism: Experiential avoidance rather than cognitive fusion moderates distress from perceived ostracism over time. Journal of Contextual Behavioural Science, 7, 72-80.
  • Colbert, D., Tyndall, I., Roche, B., & Cassidy, S. (2018). Can SMART training really increase intelligence? A replication study. Journal of Behavioural Education. Doi: 10.1007/s10864-018-9302-2​
  • Cummins, J., Roche, B., Tyndall, I., & Cartwright, A. (2018). The relationship between differential stimulus relatedness and implicit test effect sizes. Journal of the Experimental Analysis of Behaviour. Doi:10.1002/jeab.437
  • Gladwin, T. E., Mobius, M., McLoughlin, S., & Tyndall, I. (2018). Anticipatory versus reactive spatial attention to threat. British Journal of Psychology, 110, 3-14. Doi:10.1111/bjop.12309
  • Waldeck, D., Tyndall, I., Riva, P., & Chmiel, N. (2017). How do we cope with ostracism? Psychological flexibility moderates the relationship between everyday ostracism experiences and psychological distress. Journal of Contextual Behavioural Science, 6, 425-432.
  • Tyndall, I., Papworth, R., Roche, B., & Bennett, M. (2017). Differential effects of word-repetition rate on cognitive defusion of believability and discomfort of negative self-referential thoughts postintervention and at one-month follow-up. The Psychological Record, 67, 377-386.
  • Tyndall, I., Howe, B., & Roche, B. T. (2016). Exposure to progressive muscle relaxation leads to enhanced performance on derived relational responding tasks. The Psychological Record, 66, 213-222. doi 10.1007/s40732-016-0163-6​
  • Waldeck, D., Tyndall, I., & Chmiel, N. (2015). Resilience to ostracism: A qualitative inquiry. The Qualitative Report, 20, 1646-1670.
  • O’Hora, D., Tyndall., I. T., McMorrow, M., Dale, R. A. C. (2013). Using action dynamics to assess competing stimulus control during stimulus equivalence testing. Learning and Behaviour, 41, 256-270. doi 10.3758/s13420-013-0102-1.
  • Roche, B., O’Reilly, A., Ruiz, M., Tyndall, I., & Gavin, A. (2012). The Function acquisition speed test (FAST): A behavior-analytic implicit test for assessing stimulus relations. The Psychological Record, 62, 507-528.
  • Tyndall, I. T., Roche, B., & James, J. E. (2009). The interfering effect of emotional stimulus functions on stimulus equivalence class formation: Implications for the understanding and treatment of anxiety. European Journal of Behaviour Analysis, 10, 121-140.
  • Tyndall, I. T., Roche, B., & James, J. E. (2004). The relationship between stimulus functions and equivalence class formation. Journal of the Experimental Analysis of Behaviour, 81, 257-266.

 

CONFERENCES 

  • July 2018: Tyndall, Waldeck, Pancani, Whelan, Roche, & Pereira. Profiles of Psychological Flexibility. Association for Contextual Behavioural Science World Conference, Montreal, Canada.
  • July 2018: Tyndall, Mcloughlin, Pereira, Bentham, & Mulhern. Critical tests of capacity of relational training to enhance educational attainment self-efficacy.  Association for Contextual Behavioural Science World Conference, Montreal, Canada.
  • April 2017: Tyndall, I. T., Curtis, A., Roche, B., & Cummins, J. 'Using the Function Acquisition Speed test to Asses Attitudes towards Condom Use: A comparison of scoring methods'. Experimental Analysis of Behaviour Group, UK, Conference, London (UCL)
  • November 2016: Tyndall, I. T., Waldeck, D, W., Whelan, R., & Roche, B. 'The Acceptance and Action Questionnaire-II (AAQ-II) as a measure of experiential avoidance: Concerns over discriminant validity'. Association for Contextual Behavioural Science, 3rd UK & Ireland Conference, Edinburgh.
  • November 2016: Tyndall, I. T., Papworth, R., Roche, B., & Bennett, M. 'The Impact of Word Repetition Rate on Cognitive Defusion Efficacy'. Association for Contextual Behavioural Science, 3rd UK & Ireland Conference, Edinburgh.
  • April 2015     Tyndall, I. T., Howe, B., & Roche, B. ‘Exposure to progressive muscle relaxation leads to enhanced performance on derived relational responding tasks’. Experimental Analysis of Behaviour Group, UK, Conference, London (UCL).
  • April 2015 Tyndall, I. T., Roche, B., Baxter, S., & Waldeck, D. ‘A comparison of two Cognitive Defusion techniques with or without brief rationale on believability, discomfort, and willingness of depressive thoughts: A preliminary study’. Experimental Analysis of Behaviour Group, UK, Conference, London (UCL).
  • December 2014  Tyndall, I. T., Roche, B., Baxter, S., & Waldeck, D. ‘A comparison of two Cognitive Defusion techniques with or without brief rationale on believability, discomfort, and willingness of depressive thoughts: A preliminary study’. Association for Contextual Behavioural Science, 2nd UK & Ireland Conference, Dublin, Ireland.
  • December 2014    Waldeck, D., Tyndall, I. T., & Chmiel, N.  ‘When ostracism does not lead to distress: The moderating effects of Experiential Avoidance’. Association for Contextual Behavioural Science, 2nd UK & Ireland Conference, Dublin, Ireland.
  • May 2012 Tyndall, I. T., O’Hora, D., McMorrow, M, & Dale, R. ‘Using action dynamics to assess competing stimulus control during stimulus equivalence testing’. Association of Behaviour Analysis International (ABAI) 38th Annual Convention ,Seattle, USA
  • May 2012 O’Reilly, A., Roche, B., & Tyndall, I. T. ‘Using the Function Acquisition Speed Test (FAST) to assess implicit sexual stimulus relations’. Association of Behaviour Analysis International (ABAI) 38th Annual Convention ,Seattle, USA
  • May 2009 Tyndall, I. T., & O’Hora, D. ‘Phonological and Orthographic Interference Effects on Stimulus Equivalence Class Formation’. Association of Behaviour Analysis International (ABAI) 35th Annual Convention, Phoenix, AZ, USA.
  • May 2009 Tyndall, I. T., Roche, B., & James, J. ‘Functional Classes of Anxiety-Provoking Stimuli Interfere with Arbitrary Equivalence Class Formation: A Process-Based Account’. Association of Behaviour Analysis International (ABAI) 35th Annual Convention, Phoenix, Arizona.
  • April 2009  Tyndall, I. T., Roche, B., & James, J. ‘A Process-Based Account of the Interference of Functional Classes of Anxiety-Provoking Stimuli on Arbitrary Stimulus Equivalence Class Formation’. Experimental Analysis of Behaviour Group (EABG UK) Conference, London.
  • May 2008 O’Hora, D., & Tyndall, I. T. ‘The Effect of Phonological and Orthographic Interference on Stimulus Equivalence Relations’. Association for Psychological Science (APS), 20th Annual Convention, Chicago, USA.
  • May 2006 Tyndall, I. T. ‘International Conflicts: Psychological Effects on Children and Hope For the Future’. 1st Conference on the Impact of Conflict on Children and Adults, Al Quds University, Jerusalem, Palestine.
  • November 2005 Tyndall, I. T., & O’Hora, D. ‘Phonological and Orthographical Interference in Derived Relational Responding’. 36th Annual Conference of the Psychological Society of Ireland (PSI), Derry.
  • May 2005           Tyndall, I. T., Roche, B., & James, J. ‘Effects of Emotional and Neutral Stimulus Functions on the Emergence of Derived Stimulus Relations’. Association of Behaviour Analysis (ABA) 31ST Annual Convention, Chicago, USA..
  • May 2005 Tyndall, I. T., & O’Hora, D. ‘Phonological and Orthographical Interference in Derived Relational Responding: A Comparison between Dyslexics and Non-Dyslexics’. Association of Behaviour Analysis (ABA) 31st Annual Convention, Chicago, USA.
  • November 2004 Tyndall, I. T., Roche, B., & James, J.  ‘Functional Similarity of Stimulus Class Members and Interference in Derived Relational Responding’. 35th Annual Conference of the Psychological Society of Ireland (PSI), Cork.
  • May 2004 Tyndall, I. T., Roche, B., & James, J. Paper entitled ‘Interference in Derived Stimulus Relations: Emotionality or Functional Similarity of Stimulus Functions’. Association of Behaviour Analysis (ABA) 30th Annual Convention, Boston, USA.
  • May 2003 Tyndall, I. T., Roche, B., & James, J. ‘Do Emotional Stimulus Functions Really Interfere with the Acquisition of Stimulus Equivalence’.Association of Behaviour Analysis (ABA) 29th Annual Convention, San Francisco, CA, USA.
  • November 2002 Tyndall, I. T., Roche, B., & James, J. ‘Interference in Equivalence Class Formation: The Role of Stimulus Function’.  33rd Annual Conference of the Psychological Society of Ireland (PS1), Waterford.
  • May 2002 Roche, B., Tyndall, I. T., & James, J. ‘The Role of Emotional Stimulus Functions in Derived Relational Responding’. Association of Behaviour Analysis (ABA) 28th Annual Convention, Toronto, Canada.
  • May 2002 Tyndall, I. T., Roche, B., & James, J. ‘A Systematic Investigation of the Relationship Between Stimulus Function and Derived Relational Responding’. Behaviour Analysis in Ireland (BAI) Annual Meeting, Maynooth.

Research

Ian’s research is particularly focused on experimental investigations of cognitive and behavioural processes underpinning clinical psychology conditions. Further interests include the evaluation of psychometric properties of measures of mental health and wellbeing. Ian has published studies on attentional differences in autism (Consciousness and Cognition), attentional bias in anxiety (British Journal of Psychology), profiles of psychological flexibility and wellbeing (Behaviour Modification), psychological flexibility, experiential avoidance, and social exclusion (Journal of Contextual Behavioural Science), behavioural accounts of language processes in anxiety (Journal of the Experimental Analysis of Behaviour; European Journal of Behaviour Analysis), cognitive defusion in Acceptance and Commitment Therapy model (The Psychological Record), and psychometric examinations of measures of psychological flexibility and experiential avoidance (Journal of Contextual Behavioural Science). He is also a co-developer of a behaviour-analytic test of implicit attitudes called the Function Acquisition Speed Test (Journal of the Experimental Analysis of Behaviour; The Psychological Record). Ian has also conducted collaborative work with international colleagues on a relational frame theory intervention designed to raise intelligence quotient scores and enhance educational outcomes for school pupils (Journal of Behavioural Education).

Ian works with a wide range of international collaborators and scholars, including amongst others, Dr. Paolo Riva (University of Milano-Biccoca, Italy), Dr. Bryan Roche (Maynooth University, Ireland), Professor Robert Whelan (Trinity College Dublin, Ireland), Dr. Luca Pancani (University of Milano-Biccoca, Italy), Dr. Emily Sandoz, (University of Louisiana-Lafayette, USA), Dr. Ines Trindade (Coimbra University, Portugal), Dr. Francisco Ruiz (University of Konrad-Lorenz, Colombia), Dr. Jonathan Kanter (University of Washington, USA), Jamie Cummins (Ghent University, Belgium), Dr. Eric Wesselmann, (Illinois University, USA), Dr. Lynn Farrell (Queens University, Belfast), Dr. Denis O’Hora (National University of Ireland, Galway) and Dr. Sarah Cassidy (Maynooth University, Ireland). In England, collaborators include Dr. Daniel Waldeck (Coventry University), Dr. Shane McLoughlin (Liverpool John Moores University), Dr. Nic Hooper (University of West of England), Dr. David Dawson (University of Lincoln), and Drs (Moitree Banerjee, Esther Burkitt, Antonina Pereira, and Thomas Gladwin; University of Chichester).

He is currently working on a European Interreg2 funded project along with Tess Hartland, Drs Antonina Pereira, Moitree Banerjee, Sue Churchill at Chichester, Ruth Lowry at Essex, and collaborative partners in UK, Belgium, France, and the Netherlands with the aim to develop a programme for raising awareness of and enhancing sexual health and wellbeing in over 45s.

PHD Supervision

Areas of Supervision: Attention, Memory, Psychological Flexibility, Cognitive Defusion, Experiential Avoidance, Ostracism, Relational Frame Theory, Stimulus Equivalence, Intelligence.

Current PhD Students

Institute of Education, Health and Social Sciences– University of Chichester 

  • Co-Supervision with Professor Laura Ritchie for the degree of Doctor of Philosophy (ongoing)  -  Andre de Nascimento

PhD Supervisee Completions

  • Dr. Daniel Waldeck (2016) – Psychological Flexibility and Ostracism
  • Dr. Shane McLoughlin (2019) – Relational Frame Theory, Intelligence, and Education.

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